G. What is your most challenging 21st Century technique to implement (inquiry-based learning, differentiated instruction, project-based learning)? Describe why you consider this a challenge.
I consider project-based learning the most challenging 21st Century technique because it represents the biggest change from our traditional practice here at PTHS.Occasionally teachers will add a small project to a Unit of a math course, but usually it is done to demonstrate an understanding of material already learned, rather than a means of learning.If I were to implement project-based learning as a means to learning new material, there would be many challenges.The first challenge would be to develop a project task that was rigorous and relevant for students of all abilities in the course (no easy task, and an understanding of differentiation here would be necessary).With an appropriate project task in hand, the lessons would be planned to maximize student learning, with the teacher guiding students through the process.In the end, students would present, either formally or informally, their work to the class.Ultimately, if a good project task was selected, and if the teacher did a good job of guiding students, multiple solutions might be shared, and students might develop a deeper understanding of the mathematics concepts included in the project. Project-based learning also facilitates collaboration. Project groups may be formed with students working together who have similar abilities or with students who have different abilities. Project-based learning also seems intertwined with inquiry-based learning, as well. The challenge is in organizing, managing, and assessing a meaningful assignment. We are constantly refining our American Authors/Poets research project, and I will now do so keeping in mind 21st Century Learning concepts and emphasizing to students that the process is as important as the product .
I have been aware of "differentiated instruction" as an educational buzz word for the longest out of the three concepts: differentiated, inquiry-based, and project-based learning. I narrowly think "IEP," though, when I hear the term "differentiation." I know that I need to broaden my interpretation of differentiation to include all of the learners in my classroom. I'm hoping to improve on my differentiation techniques through better 21st Century teaching strategies.
I have been utilizing inquiry-based learning for a long time without knowing its formal term. It seems the English classroom really lends itself to inquiry-based learning. Engaging students to read, analyze, interpret, and reflect on literature is at the heart of what English teachers do. Asking students to apply previous knowledge to make sense of current tasks is also important. All we've had to utilize in the past, however, is simply the text and our minds. Now technology allows us to investigate so much more. I'm very excited about implementing more inquiry-based learning activities: studying authors, doing research, reading critiques, responding to literature using digital communication tools, etc.
As all of this becomes clearer, all three concepts are intertwined and should be considered while planning more interesting, meaningful activities for students. In our world of standardized tests, however, it is unknown if this potentially deeper level of understanding that our students will gain will be revealed.
I consider project-based learning the most challenging 21st Century technique because it represents the biggest change from our traditional practice here at PTHS. Occasionally teachers will add a small project to a Unit of a math course, but usually it is done to demonstrate an understanding of material already learned, rather than a means of learning. If I were to implement project-based learning as a means to learning new material, there would be many challenges. The first challenge would be to develop a project task that was rigorous and relevant for students of all abilities in the course (no easy task, and an understanding of differentiation here would be necessary). With an appropriate project task in hand, the lessons would be planned to maximize student learning, with the teacher guiding students through the process. In the end, students would present, either formally or informally, their work to the class. Ultimately, if a good project task was selected, and if the teacher did a good job of guiding students, multiple solutions might be shared, and students might develop a deeper understanding of the mathematics concepts included in the project. Project-based learning also facilitates collaboration. Project groups may be formed with students working together who have similar abilities or with students who have different abilities. Project-based learning also seems intertwined with inquiry-based learning, as well. The challenge is in organizing, managing, and assessing a meaningful assignment. We are constantly refining our American Authors/Poets research project, and I will now do so keeping in mind 21st Century Learning concepts and emphasizing to students that the process is as important as the product .
I have been aware of "differentiated instruction" as an educational buzz word for the longest out of the three concepts: differentiated, inquiry-based, and project-based learning. I narrowly think "IEP," though, when I hear the term "differentiation." I know that I need to broaden my interpretation of differentiation to include all of the learners in my classroom. I'm hoping to improve on my differentiation techniques through better 21st Century teaching strategies.
I have been utilizing inquiry-based learning for a long time without knowing its formal term. It seems the English classroom really lends itself to inquiry-based learning. Engaging students to read, analyze, interpret, and reflect on literature is at the heart of what English teachers do. Asking students to apply previous knowledge to make sense of current tasks is also important. All we've had to utilize in the past, however, is simply the text and our minds. Now technology allows us to investigate so much more. I'm very excited about implementing more inquiry-based learning activities: studying authors, doing research, reading critiques, responding to literature using digital communication tools, etc.
As all of this becomes clearer, all three concepts are intertwined and should be considered while planning more interesting, meaningful activities for students. In our world of standardized tests, however, it is unknown if this potentially deeper level of understanding that our students will gain will be revealed.